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Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing. [5]
The adaptive control of thought model assumes a distinction between declarative knowledge, knowledge that is conscious and consists of facts, [2] and procedural knowledge, knowledge of how an activity is done. [3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4]
This evidence conforms to Anderson's general model of cognitive skill acquisition, supports the idea that declarative knowledge can be transformed into procedural knowledge, and tends to undermine the idea of Krashen [4] that knowledge gained through language “learning” cannot be used to initiate speech production.
These two forms of knowledge have been the subject of extensive debate among linguists, language teachers, and researchers seeking to understand how best to facilitate language learning. The debate touches on how each type of knowledge is acquired, how they interact, and the degree to which explicit instruction can foster implicit knowledge.
Procedural memories are accessed and used without the need for conscious control or attention. Procedural memory is created through procedural learning, or repeating a complex activity over and over again until all of the relevant neural systems work together to automatically produce the activity. Implicit procedural learning is essential for ...
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
A procedural program is composed of one or more units or modules, either user coded or provided in a code library; each module is composed of one or more procedures, also called a function, routine, subroutine, or method, depending on the language. Examples of procedural languages include:
Soar [1] is a cognitive architecture, [2] originally created by John Laird, Allen Newell, and Paul Rosenbloom at Carnegie Mellon University.. The goal of the Soar project is to develop the fixed computational building blocks necessary for general intelligent agents – agents that can perform a wide range of tasks and encode, use, and learn all types of knowledge to realize the full range of ...